A Model of Adaptive E-Learning in an ODL Environment (original) (raw)

Journal on Efficiency and Responsibility in Education and Science, 2012

This paper introduces a complex plan for a complete system of individualized electronic instruction. The core of the system is a computer program to control teaching, the so called "virtual teacher". The virtual teacher automatically adapts to individual student's characteristics and their learning style. It adapts to static as well as to dynamic characteristics of the student. To manage all this it needs a database of various styles and forms of teaching as well as a sufficient amount of information about the learning style, type of memory and other characteristics of the student. The information about these characteristics, the structure of data storage and its use by the virtual teacher are also part of this paper. We also outline a methodology of adaptive study materials. We define basic rules and forms to create adaptive study materials. This adaptive e-learning system was pilot tested in learning of more than 50 students. These students filled in a learning style questionnaire at the beginning of the study and they had the option to fill in an adaptive evaluation questionnaire at the end of the study. Results of these questionnaires were analyzed. Several conclusions were concluded from this analysis to alter the methodology of adaptive study materials.

E-learning and Adaptive E-learning Review

2018

This paper presents a brief overview of the e-learning concept, elearning history, technology and future, Virtual Classes, adaptive e-learning and case study. The development in the cyber learning is being so rapid in these systems. The features of adaptive learning are emphasized by comparing it with the other elearning systems. It is clear from the paper that adaptive learning has various aspects and will lead to a new era in learning. Using the best suitable e-learning tool depends on the learning group and the space of learning. Adaptive learning enhances the learning ability by customizing the learning objects to the student needs and mapping it directly to the learning domain.

Use of Adaptive Study Material in Education in E-Learning Environment

Electronic Journal of e-Learning, 2014

Personalised education is a topical matter today and the impact of ICT on education has been covered extensively. The adaptation of education to various types of student is an issue of a vast number of papers presented at diverse conferences. The topic incorporates the fields of information technologies and eLearning, but in no small part also the field of pedagogy. By interconnecting eLearning with the requirement for personalized education, we obtain a new term – automatic adaptive learning. We asked ourselves a question if the process of automatic adaptive learning (i.e. going through the electronic study course which suits student’s preferences and learning style) can be modeled. The optimal adaptive process will respect students’ differences based on determined learning styles and with regard to their knowledge and skills as changed during the course. On the basis of identification of their personal characteristics and qualities, students will be presented with a study material...

An analysis of the Research on Adaptive Learning: The Next Generation of e-Learning

2008

This study examines the evidence for the effectiveness of adaptive learning and the satisfaction level of students when using this type of learning. It first analyses the different classifications of adaptive learning systems existing in the literature, to focus later on describing some adaptive and intelligent e-learning systems, mainly those included in the groups of Intelligent Tutoring Systems (ITS), Adaptive Hypermedia Systems (AHS) and Intelligent Collaborative Learning systems. Next, the Effect Size (ES) tool is adopted as a standard way to compare the results of one pedagogical experiment to another. ES is used to analyse the effectiveness of some of the systems previously described, in order to demonstrate that adaptive learning can provide significant improvements in the learning process of students. Secondly, the learners' opinion is analysed in order to estimate their satisfaction and to know their preferred mode of studying. Finally, a number of conclusions and future trends are discussed.

Adaptive E-Learning System in Secondary Education

In this paper we describe an adaptive web application E-school, where students can adjust some features according to their preferences and learning style. This elearning environment enables monitoring students progress, total time students have spent in the system, their activity on the forums, the overall achievements in lessons learned, tests performed and solutions to given projects. Personalized assistance that teacher provides in a traditional classroom is not easy to implement. Students have regular contact with teachers using e-mail tools and conversation, so teacher get mentoring role for each student. The results of exploitation of the e-learning system show positive impact in acquiring the material and improvement of student's achievements.

ADAPTIVE E-LEARNING CONTENT DESIGN AND DELIVERY BASED ON LEARNING STYLES AND KNOWLEDGE LEVEL

2012

The possibility of adaptive learning content delivery in e-learning systems is one of the important factors for highly improving their quality. Therefore, the application field of adaptive e-learning is relevant and significant. This article presents the main results of a PhD thesis examining various aspects of this area. The aim of the dissertation is to propose a model and a platform architecture of an adaptive e-learning system and a corresponding prototype to be designed, implemented and tested in experimental conditions. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her learning style and level of knowledge). On the other hand, it will facilitate the author of the learning content and course instructor in the creation of appropriate learning objects and applying them to the suitable pedagogical strategies.

10 Creating adaptive environment for e learning courses

In this paper we provide an approach to creating adaptive environment for e-learning courses. In the context of e-education, successful adaptation has to be performed upon learners' characteristics. Currently, modeling and discovering users' needs, goals, knowledge preferences and motivations is one of the most challenging tasks in e-learning systems that deal with large volumes of information. Primary goal of the research is to perform personalizing of distance education system, according to students' learning styles. Main steps and requirements in applying business intelligence techniques in process of personalization are identified. In addition, we propose generic model and architecture of an adaptive e-learning system by describing the structure of an adaptive course and exemplify correlations among elearning course content and different learning styles. Moreover, research that dealt with application of data mining technique in a real e-learning system was carried out. We performed adaptation of our e-learning courses using the results from the research.

The design and implementation of an adaptive e-learning system

2007

This paper describes the design and implementation of an adaptive e-learning system that provides a template for different learning materials as well as a student model that incorporates five distinct student characteristics as an aid to learning: primary characteristics are prior knowledge, ...

Creating adaptive environment for e-learning courses

Journal of Information …, 2009

Models of E-Learning: The Development of a Learner-Directed Adaptive E- Learning System

2011

In many e-learning contexts, materials are designed to be self-paced, with the content being available anytime, anywhere for learners to study independently. Commonly, without the presence and immediate feedback of an instructor, distance learners are left to their own devices to negotiate their learning path and to monitor their own progress. Furthermore, learning a complex topic structured in terms of various media and learning materials requires learners to make certain instructional decisions concerning what to learn and how to go about their learning. In other words, self-paced learning requires learners to self-regulate their own learning . Very often, learners have difficulty regulating learning in higher education when topics are complex and unfamiliar and it is not always clear to the learners if their instructional decisions are optimal. Research into adaptive e-learning systems has attempted to facilitate this process by providing recommendations, classifying learners into different preferred learning styles, or highlighting suggested learning paths .The aim of this research is to explore how learners can self-directed and self-regulate their online learning both in terms of domain knowledge and meta knowledge in the subject of computer science with a flexible and adaptive e-learning system. Two educational theories: experiential learning theory (ELT) and selfregulated learning (SRL) theory are used to aid learners' in their learning paths. As a result, changes in domain-knowledge, meta-knowledge, learner experience, learner satisfaction, perceived controllability, and system usability are being measured. All in all, this paper sums up the research work being done on the initial development of the system, instructional design framework based on the two theories, experimental design plan and course material examples as well as related issues.

A Model of Adaptive E-Learning in an ODL Environment (original) (raw)

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